LEA Application Scoring Form

SUMMARY PAGE

Section

Points Awarded

Section A: District Information - 5 Points Cover Page Schools Identified by Tier & Model

2.5/5

Section B: District Information - 20 Points Explanation of Exploration & Adoption Process (6

Steps)

16/20

Part One: Section C - 30 Points Descriptive Information for Each School in Tier I

and Tier II Needs Assessment Selection of Intervention Model School Capacity

Timeline and Goal Setting

14/30

Part Two: Section D - 25 Points Questions Specific to the Intervention Model

Turnaround Model Restart Model Transformation Model

School Closure Model

9/25 Section E: Budget - 20 Points

District Budget Provided Individual School Budgets Provided Detailed Explanation for each line item in the

budget

17/20

TOTAL SCORE FOR APPLICATION-100 58.5/100

Reviewer’s Names: Dr. Julie Ford, Judi Miller, Pat Hill, Carol Ayres, Norma

Cregan, RJ Dake, Laura Jones

USD Name and USD #: Kansas City Kansas

Grant Application Name: Wyandotte High School

1

Status of District: (Circle One): Not in Improvement In Improvement Corrective Action

Reviewer Name:

District Name/USD#:

Section A: District Information – 5 Points

Points Awarded

Comments:

Cover Sheet with District Information 2.5 pts

_2.5__/2.5

Schools Identified by Tier and Model

2.5 pts

Please refer to

cover for all

schools and their

school number

___/2.5

Need to identify Tier III schools. If you are not doing model do not check 4th column. Also need to add NCES # of schools.

Total Section A: District Information –

5 Points

2.5/5

2

Section B: District Information – 20 Points

Points Awarded

Comments:

The district has explained how it assisted the schools through the Exploration and Adoption Process. 1. Needs Assessment 2. Selection of Model 3. Capacity of School 4. Goal Setting 5. Completing 1-4 Stages on School Improvement

Plan 6. Budget

4 pts

Please refer to

pages 3-5 and

Appendix A

2/4

NEEDS ASSESSMENT The district has created a dynamic vision to become one of the top 10 school districts in the nation. The district relied heavily on the KLN needs assessment that was done in 2008. The summary of the ICM was contained in the Systemic Coherence question. The team did not receive a lot of the district data but some was shared orally. We need a summary of the district data that was part of the needs assessment. This could be in an appendix or could be a summary of the district data that was reviewed. State Performance Report, AYP Data, KELPA data, survey data, etc could be examples. We need the School Leading Indicator Report and also need the rubric completed on selection of a model to document that you did go through a process. (Note: the summary of ICM was in Systemic Coherence question.) However, it was evident that the district has looked at data to determine root cause and that is helping the district form its new vision.

The district has explained the results of the Systemic Coherence and Capacity Addendum to the District Appraisal and how it will utilize the results.

4 pts

Please refer to

pages 7-8 and

Appendix F & G

_0/4

SYSTEMIC COHERENCE AND CAPACITY ADDENDUM TO DISTRICT APPRAISAL: The district has provided an overview of the four components that were discussed in the district appraisal in 2009. It was very evident that this has been addressed and we anticipate full points to be awarded once the bottom is received. Please respond to the Systemic Coherence and Capacity Addendum you receive after the visit and sign MOA for point assignments.

3

The district has provided an explanation of its capacity to serve Tier I and Tier II schools and the tools utilized in order to make this determination.

4 pts

Please refer to page 5

__3_/4

CAPACITY TO SERVE TIER I AND TIER II SCHOOLS: The district did not explain in the application why it did not choose to serve the other Tier II school.

The district has provided an explanation why it is not serving Tier I schools.

4 pts

_4__/4

N/A

The district has estimated the number of Tier III schools and how many may be adopting a model.

4 pts

__4_/4

They are estimating nine schools and no models.

Total Section B: District Information –

20 Points

_16__/20

4

PART ONE: A Scoring Form will be Completed for Each School.—

Section C: Descriptive Information for Each School –30Points

Points Awarded

Comments:

NEEDS ASSESSMENT

The School has explained the Exploration and Adoption Process

Needs Assessment

Selection of Model

Capacity of School

Goal Setting

Completing 1-4 Stages on School Improvement Plan

Budget

2 pts

Please refer to page 17

__1_/2

Wyandotte HS—The needs assessment contained a variety of data; however, it is not clear if the school has the capacity to fully implement the transformation model and whether or not they implementing interventions and strategies that will transform the school.

Data has been displayed and analyzed.

Achievement Data

School Leading Indicator Report

School AYP Data

School Report Card Data

Perception Data

Contextual

Demographic Data

Innovation Configuration Matrix for School

2 pts

Please refer to pages 10-12

and Appendix

H

_1__/2

A variety of data was considered. The ICM was used and areas of weakness were identified. The data was not disaggregated so it’s difficult to know to what level analysis occurred.

It doesn’t appear that needs of African American students, students with disabilities and English Language Learners are being specifically addressed. There are no interventions to address the fact that 20-22% of the staff is either not fully licensed or highly qualified. Teacher attendance is a goal listed later and yet, there is no data to support the need to focus on that.

5

A root cause analysis has been conducted.

1 pt

_1__/1

The district did try to identify root causes. They did not; however, dig deep enough. It says the root cause is lack of parent/community support. Is that an effect rather than a cause? Why is there a lack of parental support and involvement which may be the root cause? It is not clear if all the goals relate to the root causes. Teacher quality was not considered a root cause.

SELECTION OF INTERVENTION MODEL

School explained how it used needs assessment in helping to select model.

1 pt

_1__/1

The school followed a thoughtful process to be sure that the needs assessment was used to select an appropriate model that matches the needs identified.

School described why the model will be an appropriate fit for the school.

2 pts

Please refer to page 14

__0_/2

It is not clear as to why the transformation was the model selected.

School described how it used the School Intervention Model Selection Rubrics to choose a model.

2 pts

Please refer to page 15

_1__/2

The school and district referred to the School Implementation Model Selection Rubric but it is not clear how it was used to make the selection.

The school described the actions the school will take to design and implement interventions consistent with the final requirements of the grant.

2 pts

Please refer to pages 15-16

_1__/2

Consider adding to this section more on parent involvement strategies, extended time, and community involvement. It is not clear that Washington HS is addressing all the required activities. The big concern is whether or not the interventions selected will truly transform this high school!

6

The school described how the school will align other resources with the interventions?

2 pts

Please refer to page 16

_1__/2

There was little mention of alignment with other resources.

The school described what practices or policies, if necessary, will need to be modified to enable the school to implement the interventions fully and effectively.

2 pts

Please refer to page 16

_1__/2

Specific policies need to be addressed rather than just a laundry list of what “may need to be revised.”

Explain how the school will sustain the reforms after the funding period ends.

2 pts

Please refer to pages 16-17

_0_/2

Sustainability on p. 60 seems more philosophical than realistic. KCK needs to specify how reforms will be sustained.

SCHOOL CAPACITY

The school described how the school used the Innovation Configuration Matrix (ICM) for Schools to access capacity.

2 pts

_2_/2

The school did utilize the Innovation Configuration Matrix as part of assessing capacity.

The school provided an explanation of the school’s capacity to use school improvement funds to provide adequate resources and related support for full and effective implementation of all required activities of the selected model.

2 pts

Please refer to pages 17-18

0__/2

No information was provided that supports the school’s capacity to use the SIG funds and to have support for full implementation of all required activities.

7

TIMELINE AND GOAL SETTING

A timeline was delineated the steps the school will take to implement the selected intervention in each Tier I and Tier II School .

2 pts

2_/2

A specific timeline with deliverables was provided.

The school wrote description of the annual goals for student achievement that the school has established based on the State’s assessments in both reading/language arts and mathematics.

2 pts

Please refer to page 18

__1_/2

Goals were developed which related to the reading and mathematics and other identified. There is nothing in the data or root cause analysis that indicates the need for a goal on teacher attendance. A different goal needs to be developed that connects to the needs and the interventions.

The school wrote a description of other annual goals tied to implementation of the model.

2 pts

Please refer to page 18

0_/2

There is nothing in the data or root cause analysis that indicates the need for a goal on teacher attendance. A different goal needs to be developed that connects to the needs and the interventions.

The transformation model contains several components. The following have been addressed :

Replacement of the principal

Evaluation systems (They plan to participate in pilot)

Use of data

Technical assistance from an external partner

Areas to further address include:

Calendars and increased learning time

Family and community engagement specific to the school.

8

The school identified the relevant stakeholders, both internal and external, who were consulted by the school when completing Stages 1 through 4 of the school improvement plan.

2 pts

Please refer to pages 20-21

___1/2

Other than working with ENI, it is not clear that any relevant stakeholders were consulted.

Total Part One, Section C: Descriptive Information – 30 Points

__14_/30

9

PART TWO: Questions Specific to Intervention Model – Transformation Model

Section D: Descriptive Information for Each School –25 Points

Points Awarded

Comments:

Transformation Model APPENDIX I

How will the LEA select a new leader for the school, and what experience, training, and skills will the new leader be expected to possess?

5 pts

Please refer to page 21

_2_/5

The principal was replaced within the prior 2 years; however, it is not clear if the district considered the experience, training and skills needed to lead this school through the transformation.

How will the LEA enable the new leader to make strategic staff replacements?

5 pts

Please refer to page 21

_1_/5

The district has committed to participate in the state evaluation process to create a new instrument.

Information is not clear as to whether or not and how the leader will or can make staff replacements. This is important when one considers the number of teachers not fully licenses and/or highly qualified.

What is the LEA’s own capacity to support the transformation, including the implementation of required, recommended, and diagnostically determined strategies?

5 pts

Please refer to

pages 21-22

__2_/5

The district is contracting with ENI for curriculum work. It is not clear as to the district’s capacity to support all the required activities throughout implementation.

What changes in decision making policies and mechanisms (including greater school-level flexibility in budgeting, staffing, and scheduling) must accompany the transformation?

5 pts

Please refer to page 22

__2_/5

It is not clear if and what the changes will be in decision making policies and mechanisms at the school-level other than “0” based budgeting.

10

What changes in operational practice must accompany the transformation, and how will these changes be brought about and sustained

5 pts

Please refer to page 22

___2/5

It is not clear as to what operations must change including the extended learning time. The district has changed its central office structure to support a more coherent system.

Total Part Two, Section D: Descriptive Information – 25 Points

_9__/25

11

Section E: Budget – 20 Points Points Awarded

Comments:

The district provided a district budget (combined from all Tier I and Tier II schools)

5 pts

__5_/5

A district budget was provided which included all the schools seeking grants.

Individual budgets for each school were provided.

5 pts

___5/5

Individual budgets were provided for each school.

Each line item for the district and school budgets had a detailed explanation of all activities associated with the grant.

10 pts

Please refer to page 12 – community connections (need for support and resources)

__7_/10

A 3-year budget with line item explanations for each year was provided. There is nothing in the needs assessment nor the plan that supports mental/health services. It is in the chart of deliverables. The budget should be reduced by $15,000 as this doesn’t fit the plan; this is in line 2100.

Total Section E: Budget – 20 Points

17/20

Note: An LEA’s budget must cover the period of availability, including any extension, granted through a

waiver, and be of sufficient size and scope to implement the selected the selected school intervention

model in each Tier I and Tier II school the LEA commits to serve.